The present intervention proposals in Early Intervention (EI) set out the need to promote the work in the natural environment of the child (Dunst, 2007, Dunst et al 2000, 2001, Guaralnick, 2011, Rantala et al., 2009). In such environment, the family plays a key role, but also the infant school and the first cycle of Early years education play a predominant role. The intrinsic characteristics of Early years schooling favour and promote learning and are clearly taken advantaged of, by many of the objectives of EI. EI has an educational nature that generates possibilities to promote in the child communication and integration, allowing the use of a more active and participative methodology than in the out patient treatment, it entails a more natural context for the child, in which learning through imitation plays an important role. Hence, in our country there is a worry about taking advantage of these resources so they could be a quality element to add to the intervention proposals in EI (Aranda & Viloria, 2004, García Sánchez, 2002a, 2002b, Millá, 2003, 2004, Ponte, 2004, Perpiñán, 2009).

The objective in which a child with EI needs, takes advantages of the richness of Early years environment, happens by generating competences among the professionals in this environment in order to pay attention to the special needs of the child (Perpiñán, 2003, 2009), changing attitudes towards disability, promoting good practice, generating confidence, etc. In this sense, the coordination of the centre for EI with professionals from the Early years settings is a priority, not only to get to know the child and his/her characteristics, but also to favour continuity and enrichment of the intervention objectives set out by EI and to contribute positively to the creation of the competent desired environment for the development of the child. Therefore, we must promote the coordination between EI centre and Early Years setting and we must carry out the necessary efforts, to evaluate the achieved coordination and to carry out proposals of improvement.

Furthermore, the early year’s stage has a marked preventive and compensating nature. Given the great importance of early intervention in order to avoid the intensification of development problems, this stage is critical. Therefore, it requires maximum attention and a coordinated approach, especially in relation to children with EI needs. It is therefore necessary that early year teachers share with support services, the search of guidance about the preventive dimension of their work, identification and valuation of pupil’s needs and decision taking which will allow the introduction of adjustments in education planning. In any case, these services and the early intervention particularly, must widen their performance sphere towards improving the general determinants of education supply.

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